Kindergarten

Kindergarten
Core Knowledge Language Arts® • New York Edition • Skills Strand
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Unit 4
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Unit 4
Workbook
Skills Strand
KINDERGARTEN
Core Knowledge Language Arts®
New York Edition
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Core Knowledge Language Arts, Listening & Learning,

and Tell It Again! are trademarks of the Core Knowledge
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Trademarks and trade names are shown in this book strictly

for illustrative and educational purposes and are the property
of their respective owners. References herein should not
be regarded as affecting the validity of said trademarks and
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Unit 4
Workbook
This workbook contains worksheets which accompany many of the lessons from the
Teacher Guide for Unit 4. Each worksheet is identified by the lesson number in which
it is used. The worksheets in this book do not include written instructions for students
because the instructions would have words that are not decodable. Teachers will explain
these worksheets to the students orally, using the instructions in the teacher guides. The
workbook is a student component, which means each student should have a workbook.
Directions: Have students trace and copy the letters and words. The motion for ‘n’ can be described as 1. short line down,
2. hump. The student should say the sound as he or she writes the letter.
Name
1
1
1
1
1
1
2
2
2
2
2
2
1
1
2
2
1
1
1
© 2013 Core Knowledge Foundation

Unit 4
1.1
1
2
Directions: Have students write each word under the matching picture.
Unit 4
in
on
cat
dog
Directions: Have students hold up this worksheet when you say /m/.
Name

Unit 4
m
1.2
3
4 Unit 4
m
Directions: Have students hold up this worksheet when you say /n/.
Name

Unit 4
n
1.3
5
6 Unit 4
n
Directions: Have students trace and copy the letters and words. The motion for ‘h’ can be described as 1. long line down,
2. hump. The student should say the sound as he or she writes the letter.
Name
1
1
1
1
1
1
2
2
2
2
2
2
1
1
2
2
1
1
2
2
3
3
1

Unit 4
2.1
7
8
Unit 4
hat
hot
dog
ham
Name 2.2
Dear Family Member,
On the front and back of this worksheet, have your child draw a
line from each word to the matching picture. If necessary, identify the
pictures for your child.
1. man
2. hat
3. ham
4. can
Unit 4 9
5. hog
6. cat
7. dot
8. dig
9. dad
10 Unit 4
Directions: Have students trace and copy the letters and words. The motion for ‘s’ can be described as 1. half circle to the left,
half circle to the right. The student should say the sound as he or she writes the letter.
Name
1
1
1
1
1
1
1
2
2
1
1
2
2
1

Unit 4
3.1
11
12
Unit 4
sit
dog
sad
ham
dig
man
Directions: Have student trace and copy the letter and word. The motion for ‘f ’ can be described as 1. candy cane (lift),
2. short line across. The student should say the sound as he or she writes the letter.
Name
2
2
2
2
2
2
1
1
1
1
1
1
1
1
2
2
2
2
1
1
2
1

Unit 4
4.1
13
14
Unit 4
fin
dog
hat
man
fan
mat
Name 4.2
Dear Family Member,
On the front and back of this worksheet, have your child copy each
word under the matching picture. If necessary, identify the pictures for
your child.
1. sad
2. fan
3. sit
Unit 4 15
4. fin
5. hat
6. can
16 Unit 4
Name 5.1
1. fin
2. hog
3. sit
Directions: Draw a line from each word to the matching picture.
4. dig
5. fan
Unit 4 17
6. sad
7. hat
8. ham
9. can
10. man
18 Unit 4
Directions: Have students trace and copy the letters and words. The motion for ‘v’ can be described as 1. diagonal right,
2. diagonal up. The student should say the sound as he or she writes the letter.
Name
1
1
1
1
1
1
2
2
2
2
2
2
1
1
2 1
2 1
2
2
1

Unit 4
6.1
19
20
Unit 4
hat
van
sad
can
fan
hog
Directions: Have students hold up this worksheet when you say /v/.
Name

Unit 4
v
6.2
21
22 Unit 4
v
Directions: Have students hold up this worksheet when you say /f/.
Name

Unit 4
f
6.3
23
24 Unit 4
f
Name 6.4
Dear Family Member,
Your child is learning to read words printed in lowercase letters by
saying individual sounds and blending them to read a word. Listed below
are words your child should be able to read with practice. Please help your
child cut out the word cards. Show the cards to your child and have him
or her read them. Encourage your child to read the whole word at once.
The process of blending sounds to read words is challenging.
If necessary, assist your child by saying the individual sounds and have your child
repeat the sounds after you. Ask your child to say the whole word, i.e., to blend the
sounds into a word.
Your child may practice letter formation by copying the words on another sheet of
paper.
Please retain these cards in addition to the previous cards for future practice.
had tin vat

sit man nod
fit fin hot
sad him van
Unit 4 25
26 Unit 4
Directions: Have students trace and copy the letters and words. The motion for ‘z’ can be described as 1. short line across,
2. diagonal left, 3. short line across. The student should say the sound as he or she writes the letter.
Name
1
1
1
1
3
3
3
3
2
2
2
2
1
1
1
1
3
3
2
2
1
3
2

Unit 4
7.1
27
2
1
2
1
28 Unit 4
Directions: Have students hold up this worksheet when you say /z/.
Name

Unit 4
z
7.2
29
30 Unit 4
z
Directions: Have students hold up this worksheet when you say /s/.
Name

Unit 4
s
7.3
31
32 Unit 4
s
Name 7.4
Dear Family Member,
Please help your child cut out the picture cards on this page. On
Worksheet 7.5, have your child glue or tape the cards with pictures
beginning with the /s/ sound (snake, star, six) under the ‘s’ heading.
Next, glue or tape the cards with pictures beginning with the /z/ sound
(zipper, zebra, zigzag) under the ‘z’ heading.
Unit 4 33
34 Unit 4
Name 7.5
Dear Family Member,
Please have your child glue or tape the cards from Worksheet 7.4 here.
Affix pictures beginning with the /s/ sound under the ‘s’ heading and
pictures beginning with the /z/ sound under the ‘z’ heading.
Unit 4 35
36 Unit 4
Directions: Have students trace and copy the letters and words. The motion for ‘p’ can be described as 1. line down ending
below bottom line, 2. circle to the right. The student should say the sound as he or she writes the letter.
Name
1
1
1
1
1
1
2
2
2
2
2
2
1
1
2
2
1
1
2
2
1
2

Unit 4
8.1
37
38
Unit 4
pig
tag
nap
pan
cop
map
Name 8.2
Dear Family Member,
Help your child cut out the letter cards. Show the cards to your child
and have him or her say the sounds, not the letter names. Here are
some words beginning with these sounds to help you: fin, pin, hat, van,
at, so, zoo, it.
Extension: Arrange the cards to make the words “fin,” “pin,” “nap,”
“van,” “fan,” “pan,” “hip,” “sip,” “sap,” “zip,” and “zap” and have your
child blend and read the words. Extension: Say one of the words listed above and ask
your child to try and spell the word by selecting and arranging letter cards. Note that
this is a challenging assignment at this point; you may need to say the word sound by
sound and help your child with the spelling.
n h s
f v z
p a i
Unit 4 39
40 Unit 4
Directions: Have students trace and copy the letters and words. The motion for ‘e’ can be described as 1. short line across,
2. most of a circle to the left. The student should say the sound as he or she writes the letter.
Name
2
2
1
1
1
1
1
1
1
2
2
2
2
2
1
1
2
2
1
2

Unit 4
9.1
41
42
Unit 4
hen
pen
net
men
ten
pet
10
Name 10.1
Dear Family Member,
saying individual sounds and blending them to read a word. Listed
below are words your child should be able to read with practice. Please
help your child cut out the word cards. Show the cards to your child
and have him or her read them. Encourage your child to read the whole
word at once.
The process of blending sounds to read words is challenging. If necessary, assist your
child by saying the individual sounds and have your child repeat the sounds after you.
Ask your child to say the whole word, i.e., to blend the sounds into a word.
paper.
ten fig hen

it met gas
vet cop did
mop hip fed
Unit 4 43
44 Unit 4
Name 11.1
1. mom and dad
2. fat cat
Directions: For each phrase, have students circle the matching picture.
3. dog on mat
4. pig pen
Unit 4 45
5. pet dog
6. cat in hat
7. sip it
8. hot pot
46 Unit 4
Directions: Have students trace each letter several times, using a different-colored crayon each time. Make sure students start
tracing at the black dots.
Name

Unit 4
11.2
47
48 Unit 4 © 2013 Core Knowledge Foundation
48 ©|2013
Lesson 11Foundation
Core Knowledge | Unit 4
Name 11.3
Record Sheet for Unit 4 Word Reading
Place a check next to each word read correctly. For misread words, write exactly what
students say as they sound out the word. If a student misreads a word, prompt him or
her to try to read the word again, letting him or her know that the first attempt was
incorrect.
WORD FIRST ATTEMPT SECOND ATTEMPT/NOTES

1. net
2. van
3. hen
4. pen
5. fin
6. sad
7. pot
8. zip
9. fan
10. hat
TOTAL CORRECT /30

SUBTOTAL:
‘n’ > /n/ ( 1 , 2 ,3 ,4 ,5 ,9 ) ____/6 ‘e’ > /e/ ( 1,3 ,4 ) _____/3 ‘t’ > /t/ ( 1 ,7,1 0 ) _____/3 ‘v’>/v/ (2) ____/1
‘a’ > /a/ ( 2 ,6,9 ,1 0 ) ______/4 ‘h’ > /h/ (3,10) ______/2 ‘p’ > /p/ ( 4 ,7,8 ) _____/3 ‘i’>/i/ ( 5 ,8 ) _____/2
‘s’ > /s/ (6) _____/1 ‘d’ > /d/ (6) _____/1 ‘o’ > /o/ (7) _____/1 ‘z’>/z/ (8) ____/1
‘f’ > /f/ ( 5 ,9 ) _____/2
© 2013 Core Knowledge Foundation Unit 4 | LessonUnit

114 | 49
49
50 Unit 4
Name 11.4
1. net met nit ten
2. man fan vet van

Directions: In each row, have students circle the word the teacher says aloud.
3. din hen ham pen
4. pen fin ten pan
5. van tin fin vim
Unit 4 51
6. zap sad sat had
7. got pat pot pad
8. sip zip sap get
9. van fan pen tam
10. hat fat hen fin
52 Unit 4
Name 11.5
Dear Family Member,
Please help your child cut out the picture cards on this page. On
Worksheet 11.6, have your child glue or tape the cards with pictures
beginning with the /f/ sound (fan, four, frog) under the ‘f ’ heading.
Next, glue or tape the cards with pictures beginning with the /v/ sound
(van, vase, vet) under the ‘v’ heading.
Unit 4 53
54 Unit 4
Name 11.6
Dear Family Member,
Please have your child glue or tape the cards from Worksheet 11.5
here. Affix pictures beginning with the /f/ sound under the ‘f ’ heading
and pictures beginning with the /v/ sound under the ‘v’ heading.
Unit 4 55
56 Unit 4
Name 12.1
1. sit set
2. met mat
Directions: Have students circle the dictated words and copy them on the lines.
3. tap top
4. pen pan
5. not net
6. vat vet
Unit 4 57
58 Unit 4
Name 13.1
1. pot pat
2. met mat
3. sat set
4. gap tap
5. sad sat
6. sit sip
Unit 4 59
60 Unit 4
Directions: For each picture, have students circle the letters that spell the name of the depicted item. Students should then write
the name of the item on the line.
Name
f
n
v
d
p
m
i
a
e
a
e
n
p
n
g
p
m

Unit 4
13.2
61
p o f
d a t
h e t
d a s
p i h
f e n
62 Unit 4
Name
1. fan
2. van
3. pan

Unit 4
13.3
63
4. net
5. pen
6. zip
64 Unit 4
Name 13.4
Dear Family Member,
Help your child cut out the two circles. Attach the smaller circle on
top of the larger circle with a brass fastener. Ask your child to spin the
smaller circle to make words. Have your child blend and read the words
he or she makes.
To practice letter formation, ask your child to copy the words on a
sheet of paper.
op
og
ot
it ad
ip
at
en
Unit 4 65
66 Unit 4
Name 14.1
1. in it
2. set sat
3. got pot
4. cap zap
5. mop hog
6. did hid
Unit 4 67
68 Unit 4
Name 14.2
hen ham hog

1.
dog dot doc

2.
Directions: For each picture, have students circle the matching word.
3. hat had hit
not net hot

4.
vat van man

5.
Unit 4 69
dog hog fog
6.
sat man sad

7.
zap zip hit

8.
sit sip tip

9.
den pin pen

10.
70 Unit 4
Name 14.3
1. cat in net
2. hen on hog
Directions: Have students draw a line from each phrase to the matching picture.
3. dog can dig
4. ham in pan
5. mop it
Unit 4 71
6. dog on mat
7. mad cop
8. fat hog
9. zip it
10. pet cat
72 Unit 4
Directions: Have students write the word on the line beside the correct vowel sound..
Name
i
a
e
o
it
on
tip
pop
ad
fed
at
get

Unit 4
15.1
73
hen pet tag cod
top fit gap in
a
o
i
e
74 Unit 4
Name
hen
mop
pig
van
hat
nap

Unit 4
15.2
75
pan net cap
dig cop map
76 Unit 4
Name 15.3
Dear Family Member,
saying individual sounds and blending them to read a word. Listed below
are words your child should be able to read with practice. Please help your
child cut out the word cards. Show the cards to your child and have him
or her read them. Encourage your child to read the whole word at once.
The process of blending sounds to read words is challenging. If
necessary, assist your child by saying the individual sounds and have your child
repeat the sounds after you. Ask your child to say the whole word, i.e., to blend the
sounds into a word.
paper.
zip on in
hid nap at
hit men fog
him top pit
Unit 4 77
78 Unit 4
Directions: Have students cut out the word cards and place them on the matching words on Worksheet PP2.
Name
zip
hip
vet
fog
get
hen
met
nod
pit
sad
dim
can

Unit 4
PP1
79
80 Unit 4
Directions: Have students read the word cards from Worksheet PP1 and place them on top of the matching words on this
worksheet.
Name
pit
zip
sad
nod
vet
dim
hen
met
hip
fog
get
can

Unit 4
PP2
81
82 Unit 4
Directions: For each picture, have students circle the letters that spell the name of the depicted item. Students should then
write the name of the item on the line.
Name
v
h
h
v
p
c
i
a
e
a
e
e
t
d
n
n
d
m

Unit 4
PP3
83
p i h
f e n
c e p
h o c
p o f
g i g
84 Unit 4
Name
2. sit
3. van
1. man

Unit 4
PP4
85
4. pet
5. dog
6. zip
86 Unit 4
Name
pig
cat
vet
tag
pot
hen

Unit 4
PP5
87
ham fan mop
pen men zip
88 Unit 4
Name PP6
1. sit on
2. cap and
3. pig
Directions: Have students fill in the blanks as the phrases are dictated.
4. hot
5. hog and
6. on mat
Unit 4 89
90 Unit 4
CORE KNOWLEDGE LANGUAGE ARTS
SERIES EDITOR-IN-CHIEF
E. D. Hirsch, Jr.
PRESIDENT
Linda Bevilacqua
EDITORIAL STAFF DESIGN AND GRAPHICS STAFF

Carolyn Gosse, Senior Editor - Preschool Scott Ritchie, Creative Director
Khara Turnbull, Materials Development Manager
Kim Berrall
Michelle L. Warner, Senior Editor - Listening & Learning
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Maggie Buchanan Bridget Moriarty
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ACKNOWLEDGMENTS
These materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already
know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and generously for the sake of
the enterprise alone. To helpers named and unnamed we are deeply grateful.
CONTRIBUTORS TO EARLIER VERSIONS OF THESE MATERIALS

Susan B. Albaugh, Kazuko Ashizawa, Nancy Braier, Kathryn M. Cummings, Michelle De Groot, Diana Espinal, Mary E. Forbes, Michael L. Ford,
Ted Hirsch, Danielle Knecht, James K. Lee, Diane Henry Leipzig, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson,
Elizabeth B. Rasmussen, Laura Tortorelli, Rachael L. Shaw, Sivan B. Sherman, Miriam E. Vidaver, Catherine S. Whittington, Jeannette A. Williams
We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright who were instrumental to the early
development of this program.
SCHOOLS
We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field test these materials and for
their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical
Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation
Academy, New York City PS 26R (The Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan),
PS 104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy),
Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jefferson Classical
Academy, Three Oaks Elementary, West Manor Elementary.
And a special thanks to the CKLA Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day
support to teachers using these materials in their classrooms was critical.
Unit 4 91
CREDITS
Every effort has been taken to trace and acknowledge copyrights. The editors tender their apologies for any accidental infringement where
copyright has proved untraceable. They would be pleased to insert the appropriate acknowledgment in any subsequent edition of this
publication. Trademarks and trade names are shown in this publication for illustrative purposes only and are the property of their respective
owners. The references to trademarks and trade names given herein do not affect their validity.
All photographs are used under license from Shutterstock, Inc. unless otherwise noted.
92 Unit 4
Unit 4
Skills Workbook
Skills Strand
Kindergarten
The Core Knowledge Foundation

www.coreknowledge.org

Kindergarten - Skills Unit 4 Workbook - EngageNY (PDFDrive)

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Core Knowledge Language Arts® • New York Edition • Skills Strand

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Under the following conditions:

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Copyright © 2013 Core Knowledge Foundation

All Rights Reserved.

Core Knowledge Language Arts, Listening & Learning,

Trademarks and trade names are shown in this book strictly

© 2013 Core Knowledge Foundation

© 2013 Core Knowledge Foundation

© 2013 Core Knowledge Foundation

© 2013 Core Knowledge Foundation

© 2013 Core Knowledge Foundation

© 2013 Core Knowledge Foundation

© 2013 Core Knowledge Foundation

© 2013 Core Knowledge Foundation

© 2013 Core Knowledge Foundation

had tin vat

© 2013 Core Knowledge Foundation

© 2013 Core Knowledge Foundation

© 2013 Core Knowledge Foundation

© 2013 Core Knowledge Foundation

© 2013 Core Knowledge Foundation

ten fig hen

1. mom and dad

© 2013 Core Knowledge Foundation

WORD FIRST ATTEMPT SECOND ATTEMPT/NOTES

TOTAL CORRECT /30

‘f’ > /f/ ( 5 ,9 ) _____/2

© 2013 Core Knowledge Foundation Unit 4 | LessonUnit

1. net met nit ten

2. man fan vet van

3. din hen ham pen

4. pen fin ten pan

5. van tin fin vim

7. got pat pot pad

8. sip zip sap get

9. van fan pen tam

10. hat fat hen fin

© 2013 Core Knowledge Foundation

© 2013 Core Knowledge Foundation

hen ham hog

dog dot doc

3. hat had hit

not net hot

vat van man

sat man sad

zap zip hit

sit sip tip

den pin pen

3. dog can dig

10. pet cat

© 2013 Core Knowledge Foundation

© 2013 Core Knowledge Foundation

© 2013 Core Knowledge Foundation

© 2013 Core Knowledge Foundation

© 2013 Core Knowledge Foundation

© 2013 Core Knowledge Foundation

© 2013 Core Knowledge Foundation

EDITORIAL STAFF DESIGN AND GRAPHICS STAFF

CONTRIBUTORS TO EARLIER VERSIONS OF THESE MATERIALS

The Core Knowledge Foundation